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Using Manipulatives To Teach Elementary Mathematics PDF
Using Manipulatives To Teach Elementary Mathematics PDF
Matthew Boggan
Mississippi State University
Sallie Harper
Mississippi State University
Anna Whitmire
Mississippi State University
ABSTRACT
The purpose of this paper is to explain the importance and benefits of math
manipulatives. For decades, the National Council of Teachers of Mathematics has encouraged
school districts nationwide to use manipulatives in mathematical instruction. The value of
manipulatives has been recognized for many years, but some teachers are reluctant to use them in
their lessons. Throughout this paper, a discussion of the positive results of several research
studies that strongly suggest the use of manipulatives will be mentioned. The history and
advancement of manipulatives with also be discussed. Defining manipulatives and explaining
the correct way to use them will be highlighted in this paper.
INTRODUCTION
According to the Principles and Standards for School Mathematics, “the foundation for
children’s mathematical development is established in the early years” (Seefeldt & Wasik, 2006,
p. 249). It is important for children to have a variety of materials to manipulate and the
opportunity to sort, classify, weigh, stack and explore if they are to construct mathematical
knowledge. “In order to have opportunities to learn math, children need firsthand experiences
related to math, interaction with other children and adults concerning these experiences and time
to reflect on the experiences” (Seefeldt & Wasik, 2006, p. 250). Educational research indicated
that the most valuable learning occurs when students actively construct their own mathematical
understanding, which is often accomplished through the use of manipulatives.
HISTORY OF MANIPULATIVES
Since ancient times, people of several different civilizations have used physical objects to
help them solve everyday math problems. The ancient civilizations of Southwest Asia used
counting boards, which were wooden or clay trays covered in a thin layer of sand. The counting
board users would draw symbols in the sand to tally inventory or whatever else they may need to
count. The ancient Romans created the first abacus based on counting board. The abacus was
made of beans or stones which moved in grooves in sand or on tables of wood, stone, or metal.
“The Chinese abacus, which came into use centuries later, may have been an adaptation of the
Roman abacus” (“Research on the” n.d.). The Mayans and the Aztecs both had counting
devices that were made of corn kernels strung on string or wires that were stretched across a
wooden frame. The Incas also had their own counting tool, which was knotted strings called
quipu (“Research on the”, n.d.).
“The late 1800s saw the invention of the first true manipulative-maneuverable objects
that appeal to several different senses and are specifically designed for teaching mathematical
concepts” (“Research on the” n.d.). In 1837, German educator Friedrich Froebel introduced the
world’s first kindergarten. “He designed the educational play materials known as Froebel Gifts,
or Frobelgaben, which included geometric building blocks and pattern activity blocks”
(“Friedrich Froebel”, 2009). Then in the early 1900s, Italian educator Maria Montessori
continued with the idea that manipulatives are important to education. She designed several
materials to help elementary students learn the basic ideas of math. “Since the 1900s,
manipulatives have come to be considered essential in teaching mathematics at the elementary
school level” (“Research on the,” n.d.). In fact, the National Council of Teachers of
Mathematics (NCTM) has recommended the use of manipulatives in teaching mathematical
concepts at all grade levels.
MANIPULATIVES DEFINED
Manipulatives can come in a variety of forms and they are often defined as “physical
objects that are used as teaching tools to engage students in the hands-on learning of
mathematics” (“Using manipulatives,” 2009). Manipulatives can be purchased at a store,
brought from home, or teacher and student made. The manipulatives can range from dried beans
and bottle caps to Unifix cubes and base-ten blocks. They are used to introduce, practice, or
remediate a math concept. “A good manipulative bridges the gap between informal math and
formal math. To accomplish this objective, the manipulative must fit the developmental level of
the child” (Smith, 2009, p. 20). Kindergarten children should have individual counters, whereas
older students could use colored wooden rods that represent different numbers. The
manipulative must fit the mathematical ability of the child or it is useless.
Manipulatives can be extremely helpful young children, but they must be used correctly.
Children must understand the mathematical concept being taught rather than simply moving the
manipulatives around. Smith (2009) stated that there are probably as many wrong ways to teach
with manipulatives as there are to teach without them. The math manipulatives should be
appropriate for the students and chosen to meet the specific goals and objectives of the
mathematical program. “The complexity of the materials provided will increase as children’s
thinking and understanding of mathematical concepts increase” (Seefeldt & Wasik, 2006, p. 93).
It is also important for teachers to allow their students to have free time to play with the
manipulatives. After the students have explored the manipulatives, “the materials cease to be
toys and assume their rightful place in the curriculum” (Smith, 2009, p.17). Carol Seefeldt and
Barbara Wasik also think that teachers should provide children with opportunities to work with
materials with open-ended objectives that have no specific preset goals. These opportunities
allow the children the chance to explore their own questions and generate a variety of answers.
“These experiences help children think about their world in alternative ways and help them
understand that there are multiple ways to solve problems. Generating multiple solutions to
problems in an essential strategy in mathematics” (Seefeldt & Wasik, 2006, p. 250).
twenty-six students. A two-week geometry unit from the Silver Burdett textbook was
administered in both classes. The experimental group teacher used mathematical manipulatives
to teach the concepts presented in the unit, and the control group teacher used only drawings and
diagrams to teach the concepts. “Analysis of covariance revealed that the experimental group
using mathematical manipulatives scored significantly higher in mathematical achievement on
the posttest scores than the control group” (Munger, 2007, n.p.).
Additional studies have shown that students who use “manipulatives in specific
mathematical subjects are more likely to achieve success than students who don’t have the
opportunity to work with manipulatives” (“Research on the,” n.d.). Some children need to use
manipulatives to learn to count, while other students’ understanding of place value increases with
the use of manipulatives. Research also indicates that using manipulatives is especially useful
for teaching low-achievers, students with learning disabilities, and English language learners.
CONCLUSION
Elementary teachers who use manipulatives to help teach math can positively affect
student learning. Students at all levels and of all abilities can benefit from manipulatives.
Mathematician, Seymour Papert, believes manipulatives are ‘objects to think with’.
“Incorporating manipulatives into mathematics lessons in meaningful ways helps students grasp
concepts with greater ease, making teaching most effective” (“Research on the, “ n.d.).
REFERENCES
Smith, S.S. (2009). Early Childhood Mathematics (4th ed.) Boston: Pearson Education
Using manipulatives (2009). Retrieved December 10, 2009, from :
http://www.teachervision.fen.com/pro-dev/teaching-methods/48934.html